Abstract
Iplementing effective reading programs to meet the demans of the No Child Left Behind Act (NCLB) represents an immense challenge for all high schools, but the challenges for rural high schools may be particularly acute. Rural schools have large concentrations of children living in poverty, greater per-pupil costs and low fiscal capacity, all of which can make meeting the demands of NCLB difficult. The purpose of this article is to report the results of research that examined the question of what rural high schools are doing to meet the needs of their struggling readers. The results of focus groups from a rural high school in the southeastern United States and a state-wide survey of rural high schools also in the southeastern United States are reported. The implications of these findings for future practice in rural high schools are discussed.
Highlights
Implementing effective reading instruction at the secondary level represents an immense challenge
Annual yearly progress (AYP) as required by the No Child Left Behind Act (NCLB) is a determining factor for school funding as well as a public indicator of school success
There is no shortage of suggestions from educational think tanks and interest groups telling high schools what they need to do to improve (Biancarosa & Snow, 2006; National Governors Association, 2005; The National Association of Secondary School Principals, 2005). These reports call for high schools to adopt research-based practices in the teaching of reading, engage in continual assessment of student reading performance, and provide extensive on-going professional development for teachers and staff to create a school-wide culture of literacy
Summary
Implementing effective reading programs to meet the demands of the No Child Left Behind Act (NCLB) represents an immense challenge for all high schools, but the challenges for rural high schools may be acute. Rural schools have large concentrations of children living in poverty, greater per-pupil costs and low fiscal capacity, all of which can make meeting the reading demands of NCLB difficult. The results of focus groups from a rural high school in the southeastern United States and a state-wide survey of rural high schools in the southeastern United States are reported. The implications of these findings for future practice in rural high schools are discussed
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